Effects of Analogical Learning Approaches and Presentation Modalities on Ninth Graders' Learning Outcome and Eye Movements: A Preliminary Study

Autor/inn/en	Chen, Sheng-Chang; She, Hsiao-Ching
Titel	Effects of Analogical Learning Approaches and Presentation Modalities on Ninth Graders' Learning Outcome and Eye Movements: A Preliminary Study
Quelle	In: Journal of Science Education and Technology, 29 (2020) 4, S.547-560 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Sheng-Chang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-020-09835-7
Schlagwörter	Outcomes of Education; Eye Movements; Grade 9; Logical Thinking; Figurative Language; Learning Modalities; Middle School Students; Energy; Scientific Concepts; Pictorial Stimuli; Science Instruction; Electronic Learning + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Augenbewegung; School year 09; 9. Schuljahr; Schuljahr 09; Lernumgebung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Energie; Fantasieanregung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This study analyzed the impact of different analogical learning approaches (analogies or metaphors) integrated with different presentation modalities (pictures or texts) on middle school students' learning performance of electricity with supporting evidence from their eye movement behaviors. Eighty ninth-grade middle school students were randomly assigned into four groups to receive four different versions of an online electricity learning program, including pictorial analogies, textual analogies, pictorial metaphors, and textual metaphors. Data regarding students' eye movement behaviors were collected simultaneously during their online learning. All the students took a pre-test, post-test, and retention test covering their comprehension of electricity concepts. Our results revealed that the analogy group provided more mapping and integration behaviors between the analog and target concepts about electricity, resulting in gaining better performance than the metaphor group. Additionally, students receiving pictorial modality generated more mapping and integration behaviors between the analog and target concepts, resulting in a better understanding of electricity concepts than students learning with textual modality. The associated implications for analogical learning approaches and presentation modalities concerning science learning and eye movement behaviors are also discussed in the paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01